The programmatic document "Outline of National Medium-and Long-term Education Reform and Development Plan" guiding the education development in the future 10 has been published. The focus of attention from all walks of life has almost become a bright spot, and these aspects have not only broken through in concept, but also strengthened in means; Some difficult problems in the work need to be solved through a wider range of institutional reforms and greater efforts; For the "Planning Outline" whose written work has been basically put in place, the focus may be more on the means to promote its implementation. Highlights bring surprises. The "Planning Outline" is full of public opinion, which is mainly reflected in its "facing the problem directly". In view of the main contradictions and outstanding problems in China's education, the planning outline puts forward a 20-word working policy of "giving priority to development, educating people, reforming and innovating, promoting fairness and improving quality". Among them, educating people is the core of educational reform and development. Putting people-oriented Scientific Outlook on Development in the field of education is education-oriented. This breakthrough in concept unifies the function of education with the needs of the country and the demands of the public, which not only covers the content of quality education, but also embodies the guiding ideology of future education development-the purpose of education is the all-round development of people, and the reform and innovation with fairness and quality as the goal is the means. We must look at the effectiveness of education in a long-term and comprehensive way. If it is not conducive to people's all-round development, there will be no fairness and quality. The breakthrough of ideas and the reform and innovation of contents are in the same strain. At present, the content of the "Planning Outline" is comprehensive. Judging from the actual demand, the current text not only gives the answers to the most concerned people's livelihood issues, but also prepares the system construction scheme to solve these problems. Among them, the two key words of "priority" and "fairness" have been put into practice: The Outline of Planning specifically expounds the strategic position of giving priority to the development of education, emphasizes the promotion of fairness as a national basic education policy, and gives a clear answer to how education stands out in the overall situation of national development and what education development itself should pursue first. Take the education investment concerned by all walks of life as an example. For the first time, the Outline comprehensively and systematically expounds how to give priority to the development of education, instead of referring to the 4% goal in general like the previous plan: "All government revenues are used to support the development of the whole education. Increase the proportion of national fiscal education expenditure to GDP, reaching 4% in 20 12. " In 2009, China's public finance expenditure on education has exceeded one trillion yuan, accounting for 16.3% of the total expenditure. The planning outline clearly puts forward the precise time target of educational financial expenditure, and makes the key areas of this expenditure specific and project-oriented, and has a "expenditure list" in establishing and improving the financial aid policy system for students from poor families and supporting the rapid development of vocational education. For another example, for the balanced development of compulsory education, the planning outline clearly puts forward that "by 2020, the standardization construction of compulsory education schools will be completed in stages, and various resources such as teachers, equipment, books and school buildings will be allocated in a balanced way", which is an unprecedented breakthrough, and truly having fairness means that it is the basis for the development of people's livelihood education. Moreover, it is clear in the strategic objectives that "high-level universal compulsory education", "not letting a student drop out of school because of family financial difficulties" and "basically solving the problem of equal access to compulsory education for children of migrant workers" are more conducive to the understanding and supervision of the Planning Outline by all sectors of society. In short, many issues that everyone cares about have become bright spots because of these ideas and measures. Although these measures are difficult to achieve overnight, after several years, education will certainly achieve the development that everyone expects. Difficulties still need to be overcome. While seeing the bright spots, we can't ignore the difficulties. Because of the institutional obstacles formed over the years, it is difficult to overcome without overall and gradual reform, and the effectiveness of the "Planning Outline" cannot be achieved in one day or by one department. Take fairness as an example. "Promoting fairness" and "equalization of basic public services" in national planning are complementary, and fairness should be based on equalization, at least in terms of hardware. Although the investment ratio of governments at all levels in education has risen sharply in recent years, from the perspective of educational equity, we cannot help but see that similar investment ratios are quite different because of the differences in local bases. Although the "Planning Outline" clearly strengthens provincial overall planning, the gap between provinces is not much better than that between counties. In terms of investment, the developed areas may be basically enough, but there are still many basic conditions in underdeveloped areas that cannot be met. This requires perfecting a system as a guarantee for the implementation of "promoting fairness"-transfer payment. Another example is the tendency of administrative management. At present, there are many arguments that the government has too much control over schools and the autonomy of schools is insufficient. In the future, we should further expand the autonomy of running schools. The outline of the plan holds a positive attitude towards this, and describes it in detail as "implementing the right to run schools independently" and "perfecting the modern university system with China characteristics". But the problem of the school is not just the problem of the school. From the reality, some areas do have problems such as excessive and detailed government management, such as excessive administrative examination and approval, excessive standard evaluation and so on. At the same time, however, there are also outstanding problems of "excessive decentralization and insufficient constraints" in some fields. For example, the "autonomy" of some schools in infrastructure, asset disposal, fees, internal distribution, etc. has actually reached a point where it is difficult to restrain. In other related fields, schools also have considerable discretion. As a result, the alienation of behavioral goals and the problem of "insider control" have become very prominent in fact. Therefore, adjusting the relationship model between the government and schools at all levels is not simply to "expand the autonomy of running schools", but to clarify their respective rights, obligations and responsibilities based on educational goals and attributes, which is a common problem of such institutions. For the internal management of the school, the governance structure of the school itself tends to copy the government more and more. China's colleges and universities have experienced extensive efforts such as merger and enrollment expansion, attempts to evaluate discipline construction, and innovations in performance incentives such as personnel reform and salary reform. Some universities are still trying to attract talents and upgrade. These mechanisms make the resources and power of colleges and universities more and more concentrated, which makes the management departments, posts and positions heat up sharply and greatly increases the rent-seeking opportunities of these departments, posts and positions. In this case, how many university teachers think that "a gentleman has three pleasures ... and needs to be educated by talents in the world"? It is not surprising that dozens of university professors compete for the post of logistics director. Although the "Planning Outline" proposes to encourage and explore the establishment of councils or boards of directors of colleges and universities, so that more social people can participate in the decision-making consultation of schools and help schools run schools independently according to law, such an operation can only be gradually promoted with the reform of government management system and the improvement of systems and policies suitable for the characteristics of schools. Without the overall system reform and stronger measures, the difficulties may still be very difficult. The key point is that the implementation of the Planning Outline should not only reflect a planning outline, but also reflect that it is a plan. It should make many concrete arrangements for goals and measures, and should turn words into actions. Therefore, the most important thing is to make the planning outline "rigid". To see the actual effect of work deployment, it needs to be reflected in work objectives, resource allocation and performance appraisal. Clear work objectives, inclined resource allocation and rigid performance appraisal can form a joint force in the whole society and implement related work. In the Outline of the Eleventh Five-Year Plan for National Economic and Social Development promulgated in March 2006, there was a breakthrough in the work objectives, binding indicators and related methods of performance evaluation of leading cadres. Through binding indicators, some ineffective work during the Tenth Five-Year Plan period, such as the reduction of major pollutants in environmental protection, has been greatly improved (the Eleventh Five-Year Plan became the first five years since the Seventh Five-Year Plan). Therefore, although the development goal in the planning outline is very systematic, it needs to be strengthened: the existing statistical system should be widely used as a comparable, assessable goal or even a binding indicator, and it should be matched by a number of mandatory systems. Moreover, in the current "Planning Outline", the achievement indicators are very clear, and there are clear provisions on the scale of running various types of education and the number of years of education for the population. However, without grasping the indicators that really promote professional reform and process monitoring and linking them with performance appraisal, it is difficult for such indicators to play the role of reform engine.